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This study probes the integration of visual literacy strategies in teaching passive voice to agricultural students within an English for Specific Purposes (ESP) framework at one of the faculties of Agriculture in Malang. While visual literacy has been widely recognized in language education, its application for grammatical instruction in specialized contexts remains underexplored. This study explored how agricultural students collaborated to visualize agricultural processes using passive voice structures. Students were given short texts describing agricultural processes and tasked with creating visual representations of these processes, then presenting them using passive voice constructions. Through a qualitative analysis of student outputs and interactions, three major themes emerged: (1) contextualizing grammar through visualization, (2) collaborative meaning-making activities, and (3) student-centered language production. Students demonstrated passive voice usage when describing sequential agricultural processes through their visualizations. Collaborative visual creation activities facilitated deeper engagement with both content and language structures. Furthermore, student presentations revealed authentic language production by explaining agricultural procedures using their own passive voice constructions. This study suggests implications for integrating visual literacy techniques into instructional strategies for specific academic purposes to foster active learners.

visual literacy; instructional strategies; ESP; passive voice